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Title: Empirical testing of the 4Ps model : effects of a Computer-Aided-Instruction (CAI) program on Hong Kong upper primary school students' creativity
Other Titles: 4P mo xing zhi shi zheng ce shi : dian nao fu zhu xun lian ke cheng dui ti sheng Xianggang gao xiao xue sheng chuang zao li de xiao neng
4P 模型之實證測試 : 電腦輔助訓練課程對提昇香港高小學生創造力的效能
Si P mo xing zhi shi zheng ce shi : dian nao fu zhu xun lian ke cheng dui ti sheng Xianggang gao xiao xue sheng chuang zao li de xiao neng
四 P 模型之實證測試 : 電腦輔助訓練課程對提昇香港高小學生創造力的效能
Authors: Ng, Teresa Tsui San (吳翠珊)
Department: Dept. of Applied Social Studies
Degree: Doctor of Philosophy
Issue Date: 2005
Publisher: City University of Hong Kong
Subjects: Creative thinking -- Study and teaching (Elementary) -- China -- Hong Kong -- Computer-assisted instruction
Notes: CityU Call Number: LB1590.5.N45 2005
Includes bibliographical references (leaves 178-197)
Thesis (Ph.D.)--City University of Hong Kong, 2005
iv, 283 leaves : ill. (some col.) ; 30 cm. + 1 CD-ROM (4 3/4 in.)
Type: Thesis
Abstract: Creativity theorists have proposed a confluence approach for the conceptualization of creativity. Mooney’s (1975) 4Ps model, which distinguishes four aspects of creativity, has been regarded as the most influential of those using the approach. To date, however, no empirical research has been conducted to validate this theoretical model. The present study aims to test empirically the applicability of the 4Ps model by designing and evaluating the effects of a computer-aided-instruction (CAI) program on enhancing Hong Kong upper primary school students’ creativity. The training program rooted in the 4Ps model was designed and implemented at one local primary school. The fifth and sixth graders (N = 213) aged 10-12 participated in the program for four months. The effectiveness of the training program was evaluated by a pre- and post-testing approach. The major measures are related to the 4Ps model and include the Hong Kong version of Torrance Tests of Creative Thinking (HK-TTCT), self-perception scale regarding the characteristics of a creative person, and product test. Two independent judges were invited to evaluate students’ essay along six criteria. Participants’ feedback on the program was collected and the class teachers’ observations of behavioral changes among the students after the training were recorded. A series of repeated measures two-way ANOVAs and t-tests were conducted to examine the group differences along all measures. Results indicate that the training program has been effective in enhancing students’ creativity. A consistent improvement on divergent thinking tests, creative personality scale, and creative product test has been observed in the experimental group in the post-test. Implications of the study for education are also discussed.
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